A Digital Painting Learning Model Using Mixed-Reality Technology to Develop Practical Skills in Character Design for Animation

This study develops and validates a three-level model of digital learning conditions that reflects the progression from ICT accessibility (“access”) to pedagogical use (“use”) and their influence on student learning outcomes (“impact”). Drawing on secondary analysis of the PISA 2022 ICT Familiarity Questionnaire and applying complex-sample regression together with the logic of structural equation modelling (SEM), the study examines how ICT resources, usage practices, and digital feedback (ICTFEED) interact and how they are associated with Lithuanian fifteen-year-olds’ achievement in mathematics, reading, and science. The three-level model includes: (1) ICT infrastructure—access to technology at home and at school and students’ perceived quality of technological resources; (2) ICT learning practices—use of digital tools in subject lessons, inquiry-based activities, and school-related work outside the classroom; and (3) digital feedback and its relationship with academic achievement. Results show that neither home nor school ICT availability predicts students’ experience of receiving digital feedback. The only significant infrastructure-level predictor is the perceived quality of school ICT resources (ICTQUAL). Digital feedback is most strongly predicted by ICT use in inquiry-based learning and by ICT-supported schoolwork outside the classroom, whereas ICT use in subject lessons has only a minimal effect. Across all domains, digital feedback is negatively associated with student achievement, even when ICT access, resource quality, learning-use variables, and digital leisure are controlled for. This pattern suggests that ICTFEED functions primarily as a compensatory mechanism, being more frequently used with lower-achieving students rather than serving as a direct enhancer of academic performance. The proposed three-level model offers a structured framework for interpreting students’ digital learning experiences and highlights the key components of school ICT ecosystems that shape digital assessment practices and learning outcomes.

The purpose of this study is to peer out the results of the final perspective of Hidayatul Athfal junior high schools’ students in implementing digital English learning which refers to Merdeka curriculum. Beforehand, the Ministry of Education issued one of the latest efforts to change the education system, which is popularly known as the Merdeka curriculum. Based on the Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System, curriculum is a set of plans and arrangements regarding objectives, content, and teaching materials, as well as methods used as guidelines for implementing up-to-date learning to achieve effective and optimal learning objectives. Apart from that, junior high school students in this research used learning media, it is barcode scanners as one of the learning media to make the digital system of the learning process at their meetings. The author uses a qualitative descriptive research method, which is conducted by direct observation and in-depth interviews with the parties involved, and the data collected is then analyzed descriptively by presenting the results of the research in the form of a research report. The conclusion of the research that the author draws that, it shows the implementation of the Merdeka curriculum is very helpful in assisting the junior high school students by adapting digital English learning process. It is proved that, 66.7% of students agreed with the implementation of the Merdeka Curriculum.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

The development of social media as a digital communication space has changed the communication practices of students, including Islamic Communication and Broadcasting students who use it as a digital da'wah medium. However, the high intensity of social media use is not always accompanied by adequate awareness of communication ethics, so it has the potential to give rise to communication practices that are not in accordance with Islamic communication values. This study aims to analyze the role of lecturers in guiding Islamic Communication and Broadcasting students' communication ethics on social media from the perspective of Islamic cyberethics. This study uses a qualitative approach with a descriptive study design through in-depth interviews with eight lecturers of Islamic Communication and Broadcasting at Islamic Religious Universities in Indonesia who were selected by purposive sampling. Data analysis was carried out using thematic analysis techniques with reference to the principles of Islamic communication ethics, namely qaulan sadida, qaulan baligha, qaulan karima, qaulan ma'rufa, and qaulan layyina. The results of the study show that lecturers have a strategic role as facilitators of internalizing the ethical values of Islamic communication, supervisors of the use of polite language, directors of information verification, role models in digital communication practices, feedback on digital content, shaping social responsibility awareness, directing ethical digital da'wah practices, controllers of communication behavior in cyberspace, and mediators in online communication conflicts. This study concludes that the integration of Islamic communication ethical values in the digital media-based learning process contributes to forming honest, polite, non-provocative, and responsible student communication practices on social media.

The development of information technology that is not accompanied by the acceleration of digital literacy, especially in the MSME sector, can result in failure to compete in an era of high use of digital marketing. This service activity aims to increase understanding and use of digital marketing among MSMEs in Truko Village, Kendal Regency. Through training and mentoring activities using the Participatory Action Research (PAR) method, MSMEs are actively involved in the digital marketing learning process. The results of the situation analysis show that although the majority of MSMEs have basic knowledge about digital marketing, implementation is still limited. Training activities are focused on digitalizing products and promotions, using tools such as photoroom, single landing page, Linktree, and WA Business. Evaluation of the results shows a significant increase in the use of digital marketing tools, reaching an 80% increase in the use of Linktree. This article summarizes the process, results and positive impact of community service activities in improving the skills and business competitiveness of Truko Village MSMEs in the digital era.

This research aims to design and develop a learning management system and learning model based on digital storytelling in the digital learning ecosystem, to study the learning achievement and assess the digital emotional intelligence of the student teachers before and after implementing the model, and to study satisfaction towards the learning management system and model. The research found that the learning management system and the learning model based on digital storytelling in the digital learning ecosystem consisted of the learning management system which consisted of the learner, the instructor and the admin, the digital storytelling learning model in the digital learning ecosystem; the digital learning ecosystem consisted of the Biotic Component and the Abiotic Component. The average score of the student teachers' learning achievement after implementing the learning management system is significantly higher than before implementation. The average score of digital emotional intelligence was at the highest level. The satisfaction towards learning management system based on digital storytelling learning in the digital learning ecosystem was at the highest level.

The digital learning process was growing rapidly and the main challenge faced by students is keeping the concepts in mind for a longer period, while traditional revision does not match human forgetting patterns. This makes performance go low and the study cycle ineffective. This paper proposes an AI-based Memory Curve Retention System which will remind or help learners revise at the right time through its mobile application. The system is based on Ebbinghaus's Forgetting Curve and implements intelligent scheduling when to forget a topic by making predictions about when the student is likely to forget the topic. On this prediction, personalized reminders in spaced-repetition intervals together with progress insights and analytics will be generated by the app, hence increasing memory retention and building strong revision consistency that can be tracked by the students on their overall learning progress, mobile interface, backend services plus structured database for storing topics, revision logs, and retention scores. Results demonstrate improved student engagement and better reinforcement of previously learned material. Key Words: Memory Retention, AI-Based Learning, Mobile Application, Ebbinghaus Curve, Spaced Repetition, Learning Analytics.

In the current pandemic period, every formal education institution needs to update its digital learning process and design a curriculum that is relevant to the needs of today's and next generation. Leaders have to overcome these challenges before they can empower individuals to become technology users who will be able to apply multiple technologies. This study aims to identify digital leadership processes used by leaders in higher education to lead to increased effective learning during the COVID-19 pandemic. This study collected data using a qualitative research design with semi-structured interviews and data analysis using the six phases of Braun and Clark. Our study involved 24 respondents according to preselected criteria, and they were divided into four categories: rectors, deans, junior high school principals, and senior high school principals. The results of this study's findings can be implemented to support various stages of educational program development from the educational technology adoption cycle and promote e-leadership initiatives during the COVID-19 outbreak.

Digital transformation within organizations, including education, necessitates the integration of technology that shifts teaching methods towards digital learning. Teachers' readiness to implement digital learning is crucial as it reflects their confidence in combining knowledge, skills, and attitudes. Teachers' digital competencies are important in this readiness, as they are key to maximizing the use of digital resources. This paper systematically reviews the improtance of digital competence in teachers’ readiness to implement digital learning, aiming to identify influencing factors and required competencies. The methods used in this SLR followed the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) guidelines. This study reviewed 34 articles from reputable databases and found that teacher readiness is influenced by internal factors, such as self-confidence, and external factors, such as infrastructure and social pressure. The fear of technology underscores the importance of additional training to increase teachers' confidence in using technology, which has implications for the quality of education. Various frameworks, including DigCompEdu and UNESCO ICT Competence Framework, have been developed to support the improvement of teachers' digital competence, which include information and data literacy, communication and collaboration, digital content creation, problem-solving, and safety and security competence that are essential for 21st-century teaching.

In this paper, the design of a teaching interactive system for preschool art education is digitally studied and analyzed, and the teaching interactive system is designed to be applied to the teaching process of preschool art education. It is to design and implement a convenient and feasible art education study and research mutual aid system. The art teaching mutual study and research system is based on the three-layer architecture of NET as the main system structure. The main function of the representation layer is to process the data requested by users and realize the interaction between users. The data layer is mainly to realize the processing of data logic, through the call and operation of the database, to realize the interactive access function of the database. The business logic layer is a relationship in the middle and plays the function of carrying on the top and bottom, realizing the logical processing of the database, and then realizing the business objectives of the system. The design and implementation of the multitier mechanism are of great importance in terms of improving system reliability as well as system compatibility. In the framework of activity theory research, the concept of dynamic integration of digital learning resources is proposed in conjunction with relevant research on digital learning resource integration. The intermediary of the interaction between subjects and digital learning resources in the digital learning process establishes the connection between different subjects through the interaction between elements in the activity system, promotes the accumulation of the number of digital learning resources and the two-way interaction of effective information, and thus realizes the orderly organization and management of the digital learning resource system. The theoretical basis of dynamic integration of digital learning resources, including activity theory, knowledge organization theory, and feedback principle, is discussed in detail in the study to provide a basis for the construction of the theoretical model of dynamic integration of digital learning resources.

Learning in the classroom is the beginning of the learning process carried out by the teacher or lecturer. Subsequent learning can be done directly both in class and outside the classroom. The interactive digital learning process can improve the quality of learning so that it can make it easier for students or students and also make it easier for teachers or lecturers to interact in the learning process. This research was completed by using a descriptive qualitative research type obtained from students who took lectures on Special Teaching Methods or better known as Micro Teaching. The data collection instrument was obtained from a questionnaire from a predetermined sample. Learning with digital processes can be done with information technology-based learning, and technology-based learning can develop conducive and dynamic learning. One of the concepts that can be applied in learning is a learning strategy that is carried out by applying information technology-based pedagogy. To be able to realize conducive and dynamic learning, there are three learning strategies that must be realized: (1) proper and correct pedagogic interpretation by a teacher or lecturer; (2) increasing the collaboration of teachers/lecturers with students/students; (3) the application of information technology in learning.

English Learners’ initiative and enthusiasm for English learning and research are fully aroused in such active learning environment as self-exploration, multiple interaction, cooperative study, and resources sharing under the support of information technology. One-to-One Digital Learning is the innovative upgrade in education on the basis of informatization learning. Chinese formal research in this area began from one-to-one digital learning program supported by Intel Company in 2007. The paper mainly discusses theoretical basis and approaches to integrate one-to-one digital learning model into EFL teaching, which include the construction of the specific learning environment appropriate to this particular learning model, and the construction of the integrated framework composed by three stages: pre-class self-exploration study based on problems, in-class group cooperative study based on projects, and after-class reflective and deep study based on contents. One-to-one teaching is an educational practice to optimize resources and teach students in accordance with their aptitudes in the modern society. To promote deep integration of information technology into EFL teaching renders assistance in sharing high-quality English resources and constructing creative models for developing English talents.

BackgroundThe present study aimed to (1) develop a digital game focusing on the roles of surgical nurses (scrub and circulator nurses) in laparoscopic surgeries, (2) conduct a randomized controlled trial (RCT) comparing this digital game-based learning (GBL) approach with a conventional teaching method, and (3) assess students’ reasoning and user satisfaction.MethodThis randomized controlled trial (RCT) was conducted at Shahid Sadoughi University of Medical Sciences. The study comprised three phases: development of the digital game titled ‘Co-Surgeon,’ implementation of the educational interventions, and evaluation of outcomes. The digital game aimed to enhance students’ understanding of laparoscopic surgeries and the specific roles of surgical nurses (circulator and scrub), focusing on tasks such as task recognition, laparoscopic instrument identification and utilization, procedural steps, and the development of clinical reasoning for selecting appropriate tools during common laparoscopic procedures. Fifty-seven surgical nursing students were randomly assigned to either an intervention group, which utilized digital game-based learning, or a control group, which received conventional lecture-based education. The digital GBL application included 40 distinct laparoscopic tools and equipment organized into 8 categories, 8 puzzles related to surgical nurse roles in abdominal laparoscopic surgeries, 15 Mayo stand setups, and 60 instrument identification puzzles. User satisfaction was measured via the Questionnaire for User Interface Satisfaction (QUIS), and students’ reasoning was assessed through the Key Feature (KF) examination. Data were summarized using descriptive statistics (mean, standard deviation, and percentage). Pearson correlation coefficient, independent t-test, and paired t-test were used for data analysis.ResultsThe mean (SD) scores of students’ reasoning in the intervention group (19.51 ± 3.36) were significantly higher than those in the control group (13.92 ± 4.15). (p < 0.001), with a large educational effect size reported (Partial eta squared = 0.35). Student perception scores indicated a good level of satisfaction (184.85 ± 6.79).ConclusionThe diverse and complex responsibilities of surgical nurses make it essential to enhance the learning outcomes for surgical nursing students. Implementing digital game-based learning can positively impact these outcomes. Therefore, it is recommended to incorporate digital games as a supplement in clinical education and workplace-based training.

This study aimed to investigate the effects of a digital citizenship learning model on elementary school students’ digital citizenship and academic interests. Two sixth-grade classes were chosen for the study. The experimental group (n=20) received instruction using the model, while the control group (n=20) received traditional lecture-based instruction. The results demonstrated that the experimental group showed statistically significant improvements in digital citizenship and academic interests compared to the control group. This study firmly established that digital citizenship learning models effectively enhance elementary school students’ digital citizenship and academic interests.

This research aims to develop an adaptive digital project-based learning model enhanced with artificial intelligence technology to facilitate the creation of digital content. A systematic approach was employed, divided into three phases: 1) study and synthesis of conceptual frameworks to understand the elements and relationships of related concepts, 2) design of a learning model that integrates artificial intelligence technology with digital project-based learning, and 3) evaluation of the designed model by nine experts. The participants are nine experts with knowledge and abilities in teaching and learning design and development from various institutions, selected through purposive sampling. The research findings found that 1) the developed model consists of four main components: adaptation, digital, project, and learning, with a seven-step learning process (identify topics and analyze learning needs, collect and analyze data using digital tools, design digital project plans, implement learning and create personized learning pathways, create creative digital works, share online, and reflect for evaluation) focused on adapting to learners&amp;#39; needs, and 2) the overall suitability of the A-DPL model with artificial intelligence technology is at highest level (mean = 4.70, SD = 0.22). This indicates that the learning model is characterized by the integration of project-based learning with digital technology and artificial intelligence, providing learners with a personalized learning experience while promoting creative thinking and digital skills that can effectively respond to educational challenges in the 21st century.